Charles Sheeler: Fashion, Photography and Sculptural Form · • Practice some simple sewing...

Charles Sheeler: Fashion, Photography and Sculptural Form

RESOURCES AND ACTIVITIES FOR STUDENTS AND TEACHERS

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TABLE OF CONTENTSCONTENTS PAGESART & ACTIVITIES BOBBE ARNST 2-5 INA CLAIRE AS BETSY ROSS 6-10 MADAM LASSEN 11-15 GEORGE CARPENTIER SERIES 16-20 GILBERT ADRIAN EVENING GOWN 21-25 DOYLESTOWN HOUSE: STAIRS FROM BELOW 26-30 BARN ABSTRACTION 31-35 EDITH GREGOR HALPERT 36-39 CACTUS 40-44 STEAM TURBINE 45-49 AMERICAN INTERIOR 50-54 MANHATTA 55-59GLOSSARY 60-67RESOURCES 68-73GALLERY ACTIVITY WORKSHEETS INSTAGRAM 74 PATTERN FINDER 75 FASHION DESIGN 76 SHADOW HUNTER 77 SAY WHAT? 78 COMPARE CHECKLIST 79 STAIR POEM 80 VALUE 81 MEMORY GAME 82 MOVIE REVIEW 83ACTIVITIES IN THE FAMILY EDUCATION CENTER 84





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Looking Questions:• Describe this photograph.• What shapes and patterns do

you see.• Who is this woman? Why do you

think that?• Describe her pose. How is she

standing?• Explain the light in the photo.• What is the mood of this

photograph? Why?• What might this woman be

thinking? Why?• Do you think this photo is candid

or posed? Why?

About the Photograph:In 1926, Sheeler permanently moved to New York and was hired by his friend to work for Condé Nast photographing fashion and celebrities for Vogue and Vanity Fair magazines. The woman in this photograph is actress Bobbe Arnst. She is wearing a dark dress and positioned off-center, framed by several large rectangular walls or doors. The pattern on the floor helps to create a balance between the light and dark values within the composition. We see two dark shadows on either side of the woman from an unknown light source.

BOBBE ARNST, CONDE NAST

Charles Sheeler, Actress and Ziegfeld Dancer, Bobbe Arnst. Vanity Fair, July 1, 1928. Condé Nast Archives. Charles Sheeler/ Vanity Fair; © Condé Nast





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Pre-Visit Activities• Learn about the elements and principles of art and discuss the

element of value. Use Flippity to make interactive flashcards or quizzes from the art vocabulary.

• Discuss light and shadow in art. Read Game of Shadows by Herve Tullet or Shadows by Suzy Lee.

• Research the Roaring Twenties, also known as the Jazz Age.

K-12 ACTIVITIES FOR YOUR SCHOOL VISIT AND CLASSROOM

Gallery Activities• Instagram Activity: Create a drawing and caption inspired by this

work of art (pg. 74).• Pattern Finder: Find different patterns in this artwork and use

them to create your own artwork (pg. 75).• Fashion Design: Create a dress design inspired by one or more

artworks in the gallery (pg. 76). • Shadow Hunter: Search for actual, painted and photographed

shadows in the galleries (pg. 77).• Say What?: Write a speech bubble for a person in a photo for if

they could speak? What would they say to another person in a photo (pg. 78)?

• Compare Checklist: Choose two to three artworks in the galleries. Create criteria to use to compare and contrast (pg. 79).

• Value Activity: Look for different shades of gray in the black and white photos and then create your own value scale and full-value pencil drawing (pg. 81).

BOBBE ARNST, CONDE NAST





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K-12 ACTIVITIES CONTINUED...BOBBE ARNST, CONDE NAST

• Movie Review: Imagine there was a movie made about this artwork. Describe the characters, setting, genre, plot, and then give the film a review (pg. 83).

• Create a felt textile inspired by this artwork on the mannequin in the Family Education Center.

• Mix and match the outfits on the fashion magnet board in the Family Education Center to create a look inspired by this artwork.

• Determine if this photograph uses the rule of thirds, then use a Plexiglas grid in the Family Education Center to find other photographs that use the rule of thirds.

Post-Visit Activities• Value Lesson Plan: Draw a picture or take a black and white

photograph that uses every shade from your value scale.• Explore the science behind light and shadow.• Photograph a portrait of a person that has an interesting

silhouette or shadow.• Use a flashlight or projector to cast shadows of different

objects onto a large piece of white paper and trace. Use the traced shapes to create an artwork.

• Look at the work of other fashion photographers and compare it to this work by Sheeler.

• Discuss form,value, shape and pattern.





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Grades: 4-8 Unit: ValueInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze several photographs by Charles Sheeler. TSW create an artwork using all shades from a value scale TSW understand how artists use the elements and principles of design. TSW use cameras or tablets to to take a photo.Materials: Bobbe Arnst, Conde Nast and several photographs by Charles Sheeler Value scales, graphite pencils, white drawing paper, ruler,cameras or tablets.Differentiation: Students can do a pencil drawing instead of a photograph. Students can cut squares out of black and white photocopies to create a collage value scale. Students can write an artist statement to accompany their artwork.

Standards: AH.9.1, AH.9.2, AH..9.3, AH .9.4, CC.1.1, CC.1.2, CC.1.3, CC.1.4

Procedure: As a class, look at several of Charles Sheeler’s black and white photographs. Teacher will ask the class looking questions and students will describe and analyze the artworks. Teacher will introduce the element of value. A black and white artwork should have good contrast and balance of light and dark values. Students will create their own value scales with graphite pencils. Students will create a grayscale drawing or black and white photograph that use all of the shades of gray from their value scale. Students should swap drawings/photos and compare their peer’s artwork to the value scale to check that every shade of gray is used. Students can adjust their artworks based on the peer critique. Students will share their finished drawing or photograph with their class.

Vocabulary• Value• Contrast• Balance

Assessment/Evaluation • Student presentation of drawing or photographs.• Peer or self-critique

BOBBE ARNST, CONDE NASTVALUE LESSON PLAN





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Looking Questions:• What do you notice about this

photograph?• Describe the woman’s

appearance; her clothing, hair and expression.

• What is this woman doing?• Describe the background/setting.• What patterns and repetition

can you find in the photo?• If this photo was in color, how

would it change the image? Would it have the same impact?

• What time period do you think this photo was taken? Why.

About the Photograph:In 1926, Charles Sheeler took this patriotic photograph of the actress Ina Claire for a commemorative Sesquicentennial International Exposition issue for Vanity Fair magazine. Claire was a popular comedic actress of the early 20th century, she starred in film, on Broadway and in Vaudeville shows. She is shown wearing a colonial style dress and wig and holding an American flag with 13 stars. She is pretending to be Betsy Ross, the woman credited with sewing the first American flag.

INA CLAIRE AS BETSY ROSS, CONDE NAST

Charles Sheeler, Ina Claire as Betsy Ross. Vanity Fair, July 1, 1926. Condé Nast Archives. Charles Sheeler/ Vanity Fair; © Condé Nast





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Pre-Visit Activities• Learn the meaning behind iconic American symbols. Use a Bingo

Card Generator to create bingo cards with American symbols and match them to their meanings.

• Create a KWL chart about the history of the flag.• Read Who was Betsy Ross by James Buckly Jr. to learn more

about Betsy Ross.• Look closer at A Wooded Watershed bt Daniel Garber and learn

about its connection to the Sesquicentennial International Exposition in 1926.



work of art (pg. 74).• Pattern Finder: Find different patterns in this artwork and

throughout the gallery and use them to create your own artwork (pg. 75).

• Fashion Design: Create a dress design inspired by one or more artworks in the gallery (pg. 76).

• Say What?: Write a speech bubble for a person in a photo for if they could speak? What would they say to another person in a photo (pg. 78)?








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K-12 ACTIVITIES CONTINUED...

• Memory Game: Study the artwork closely and then turn away to see if you can remember all of the details well enough to draw it (pg. 83).

• Movie Review: Imagine there was a movie made about this art-work. Describe the characters, setting, genre, plot, and then give the film a review (pg. 83).




Post-Visit Activities• Five-point Star Lesson Plan. Use problem solving and geometry

to explore the Five-point star. • Design your own flag drawing. Create a unique symbol for your

imaginary country.• Read a biography about Betsy Ross or other famous women

from American History.• Practice some simple sewing techniques using yarn with a taped

end through hole-punched cardstock paper.• Write a short narrative about the woman in the photograph.






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Grades: 4-8 Unit: GeometryInterdisciplinary: Math/History/Visual ArtsObjectives: TSW describe and analyze Ina Claire as Betsy Ross by Charles Sheeler. TSW use problem solving to cut a star with the least amount of cuts. TSW use a ruler to find the diameter of a circle. TSW measure angles with a protractor.Materials: Square sheets of paper, scissors, rulers, pencils, compass, www.instructables.com/id/How-to-draw-a-5-point-star/?ALLSTEPSwww.ushistory.org/betsy/more/flagfoldcut2.htm Ina Claire as Betsy Ross Differentiation: Students may work in small groups or individually. The U.S. History website also has directions for rectangular sheets of paper. Use five-pointed star as part of a larger art project such as a collage, drawing, painting or sewing project. Students can create a five-pointed star with origami.


Procedure: As a class, look at Ina Claire as Betsy Ross by Charles Sheeler. The teacher will ask the class looking questions and students will describe and analyze the portrait. Students will learn more about Betsy Ross and the American flag. Students will talk about the meaning of the star on the flag. Students will use problem solving and trial and error try to cut out a five-point star using as few cuts as possible. Then the teacher will tell the class the reason Betsy Ross used a five-point star was because it could be made using only one cut! Students will fold their piece of paper like origami and try making only one cut to make their star. Students can look at their stars mathematically. Ask students to explain how many acute angles, obtuse angles and sides there are on a star. Students can measure the angles and the length of the sides. Ask: how would you find the area and perimeter of a star?

Vocabulary:• Portrait• Acute Angle• Obtuse Angle

FIVE-POInT STAR LESSON PLANINA CLAIRE AS BETSY ROSS, CONDE NAST





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• Diameter• Perimeter• Sesquicentennial International Exposition

Assessment/Evaluation • Participation in class discussions• Completion of five-pointed star





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photograph?• What is this woman wearing?• Have you ever seen anyone wear

something like this? Where?• Do you think this photo is candid

or posed? Why?• Describe this woman’s

personality? What details in the photo make you think that?

• Imagine this photo in color. How would it feel different?

• If this was a magazine ad what would it be advertising?

About the Photograph: Charles Sheeler photographed portraits of many stylish men and women for Vogue and Vanity Fair magazines while working for Conde Nast. This photograph, appearing in Vogue in 1928, is of a French woman named Madame Lassen. Lassen is shown seated in an arm chair in front of a background divided by several wall panels. Her seemingly expressionless face is framed by a felt hat, characteristic of typical 1920’s fashion. The rest of her attire such as; the silk gloves and fur stole, suggest she is a wealthier woman.

MADAM LASSEN, CONDE NAST

Charles Sheeler, Mme Lasse seated in an Armchair. Vogue, September 1928. Condé Nast Archives. Charles Sheeler/ Vogue; © Condé Nast





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Pre-Visit Activities• Learn about Charles Sheeler. Read his quote: “Photography is

nature seen from the eyes outwards. Painting is nature seen from the eyes inwards” and discuss.

• Discuss portraiture and look at other examples of famous portraits like Mona Lisa, Girl with the Pearl Earring, American Gothic and Afghan Girl.

• Research the history of photography and use ABCya to create a crossword puzzle about photography vocabulary.

• Look at portraits of people wearing unique hats and read the book Hooray for Hat! by Brian Won.



work of art (pg. 74).• Fashion Design: Create a dress design inspired by one or more

artworks in the gallery (pg. 76). • Say What?: Write a speech bubble for a person in a photo for if

they could speak? What would they say to another person in a photo (pg. 78)?

• Compare Checklist: Choose two to three artworks in the galleries. Create criteria to use to compare and contrast.Consider comparing Madam Lassan to Rae Seated (Green Dress) by Ben Solowey (pg. 79).


MADAM LASSEN, CONDE NAST





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• Mix and match the outfits on the fashion magnet board in the Family Education Center to create a look inspired by this photo.

• Strike a pose like the woman in the photo. How does it feel? Why?

Post-Visit Activities• Magazine Cover Lesson Plan. Use Canva to add a magazine title

and titles of fictitious articles to your cover photograph.• Make Madame Lassen a character in a short story.• Look at different styles of hats like the one Madame Lasse is

wearing and create your own hat with construction paper, recycled materials and craft supplies.

• Take your own black and white portrait or self portrait photograph and write an artist statement.

• Look at other black and white portraits from the Michener’s Online Collections Catalogue www.collection.michenerartmuseum.org/mweb/ and choose one to write a visual analysis using appropriate art and photography vocabulary.

K-12 ACTIVITIES CONTINUED...MADAM LASSEN, CONDE NAST





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Grades: 4-8 Unit: MagazineInterdisciplinary: Language Arts/History/Visual Arts/TechnologyObjectives: TSW describe and analyze several photographs by Charles Sheeler. TSW create a visually interesting, eye-catching and balanced design. TSW create short, informative and attention-grabbing titles. TSW research life and culture of the Roaring 20’s.Materials: assorted magazines, Canva, laptop, cameras or tablets. Madam Lassen and other Conde Nast images.Differentiation: Students may work independently or in pairs. The teacher can show students what Vogue and Vanity Fair covers looked like in the 1920’s and 30’s and compare with magazine covers today. Students may use collage and drawing to create their magazine cover instead of web design. Students may use an original photo instead of a Sheeler photo.


Procedure: Students will use books, articles or websites to research the Roaring 20’s. As a class, look at several of Charles Sheeler’s black and white photographs from the Conde Nast archives. Discuss art and visual culture. Look at examples of magazine covers and discuss what elements and designs you are most drawn to and why. Brainstorm criteria for a successful magazine cover design.

Students will use the website Canva or other design software to create their own magazine cover using one of the Conde Nast portrait images. Students must create a title for their magazine and choose an appropriate and appealing font, color and size. They will use their research about the 1920’s to create relevant article titles for their magazine. Titles should be engaging, layout should be balanced and fonts should be eye-catching and easy to read.

Students will write an artist statement explaining their choices and then will present their magazine covers to the class.

MAGAZINE LESSON PLANMADAM LASSEN, CONDE NAST





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MAGAZINE LESSON PLAN CONTINUED...MADAM LASSEN, CONDE NAST

Vocabulary:• Portrait• Background• Balance• Visual Culture• Roaring 20’s

Assessment/Evaluation • Participation in class discussions• Artist statement• Magazine cover rubric• Student presentation





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Looking Questions:• What do you see in these photos?• Describe the man in the photos; his

clothing, poses and expressions.• What is the man doing in each photo?

How do you know?• Which is your favorite photo in the

series? Why?• Which pose looks like it is the most

difficult to do? Why?• Describe the light in the photos. How

many shadows do you see? • What article in Vanity Fair might

these photos been paired with?• Do these photos work well

individually instead o f as a group? Why or why not?

About the Photographs:The man in the photos, Frenchman Georges Carpentier, is best known today as a heavyweight champion boxer, but he was also a World War I pilot and an actor. When Sheeler photographed Carpentier dancing the Charleston for Vanity Fair’s June 1926 issue, the boxer was just starting his Vaudeville career. After these photographs were taken, Carpentier acted in dozens of films and opened up a fancy Parisian nightclub he called Chez Georges Carpentier.

GEORGES CARPENTIER SERIES, CONDE NAST

Charles Sheeler (1883-1965), George Carpentier, French boxer and dancer, dancing the Charleston, c. 1926, gelatin silver prints. Vanity Fair, June 1, 1926.





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Pre-Visit Activities• Research different styles of music or dance and create a timeline

with ReadWriteThink Timeline or short presentation.• Look at work by artists inspired by dance like the paintings of

Edgar Degas, Henri de Toulouse-Lautrec and August Renoir.• Use the Canon Play interactive to experiment with shutter

speed and aperture when capturing a moving image.



work of art (pg. 74).• Shadow Hunter: Gallery Activity. Search for actual,

photographed and painted shadows in the galleries (pg. 77).• Say What?: Write a speech bubble for the man in one of the

photos if he could speak. What would two of these men say to each other (pg. 78)?


• Memory Game: Study one photo in the series closely and then turn away to see draw it from memory (pg. 82).

• Movie Review: Imagine there was a movie made about this series of photographs. Describe the characters, setting, genre, plot, and then give the film a review (pg. 83).


GEORGES CARPENTIER SERIES, CONDE NAST





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GEORGES CARPENTIER SERIES, CONDE NASTK-12 ACTIVITIES CONTINUED...

• Look at this photos series then visit the Family Education Center to find copies of the photos for you to add your own details that add to or change the picture.

• Strike a pose! Pose like the man in each of the photos. Were some poses harder than others?

• Pretend like you’re a judge on Dancing With the Stars. What score card from 1-10 would you give each photo? Why?

• Find another work in the galleries that is in a series. How is it different? Similar?

Post-Visit Activities• Procedural Writing Lesson Plan. Write step-by-step

instructions on how to do something. Photograph each step.• Practice gesture drawing by making quick sketches of your

classmates dancing. Take turns being the dancer and drawer.• Listen to different styles of music and look at art inspired

by music like Street Quartet by Paul Keene and paintings by Wassily Kandinsky and Jackson Pollock. Create your own work of art inspired by music. For younger students: use paint, paper and marbles in a shoe box. Dance to your favorite song while holding the box and then open it to reveal a Pollock-esque music painting.

• Watch George Carpentier dance www.youtube.com/watch?v=w8d2VFPzglc and try to dance the Charleston using the photos as reference.

• If you could add one more photo to the series, what would it be? Draw it with pencil using a range of values.





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Grades: 2-8 Unit: Procedural WritingInterdisciplinary: Language Arts/Visual Arts/Music/Phys.Ed/TechnologyObjectives: TSW describe and analyze several photographs by Charles Sheeler. TSW write a procedural writing piece. TSW photograph each step for a photo series. TSW present their procedures to the class.Materials: Paper and pencil, laptops, camera or camera phones, George Carpentier Series by Charles SheelerDifferentiation: Students may work independently or in pairs. Students may view a video of people dancing the Charleston. Students may attempt to dance the Charleston based on the photos. Teacher can have actual sandwich making supplies for demonstration. If there are peanut allergies or food restrictions at your school, use tieing your shoe as an example of a procedure. Teacher may teach a more in depth lesson about photography techniques before giving students cameras. Students may share a class camera, use tablets or smartphones or complete with a camera at home under parent supervision.


Procedure: As a class, look at the Georges Carpentiers series by Charles Sheeler. Discuss how the photo series is showing the step-by-step procedure about how to dance the Charleston. Ask: Does this give us enough information to actually do the dance? Discuss procedural writing. Use how to make a peanut butter and jelly sandwich as an example. Brainstorm the necessary steps as a class. The teacher should challenge the students to be detailed and specific to avoid any confusion. For example, if the students say “put the peanut butter on the bread” ask if you should put the actual jar on top of the bread. Allow students to revise until the class has a well-written and detailed procedure. Students will write their own procedural writing pieces about how to do something they are good at. Students should peer edit each other’s rough drafts then type their final piece. Students will use a camera to photograph the steps of their how-tos. Students will present their how-to photo series and step-by-step procedure to the class.

PROCEDURAL WRITING LESSON PLANGEORGES CARPENTIER SERIES, CONDE NAST





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PROCEDURAL WRITING LESSON PLAN CONTINUED...GEORGES CARPENTIER SERIES, CONDE NAST

Vocabulary: • Procedural Writing• Charleston

Assessment/Evaluation • Participation in class discussions• Procedural writing and photo series rubric• Class presentation and presentation rubric





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evening gown? Describe its details.• What materials do you think this

dress is made from?• If we could touch it, how would the

texture feel?• Describe a person who might wear

this gown. Explain your answer.• What place or event might someone

wear this gown? Why?• How would you feel if you were

wearing this dress? Explain.• Is there anything that you would like

to change or add to this dress? Why?

GILBERT ADRIAN, EVENING GOWN

Gilbert Adrian (1903-1959) Evening Gown designed for Greta Garbo, 1931, Silk velvet and rhinestones.Robert & Penny Fox Historic Costume Collection, Drexel University.

About the Dress:This dress was made by the famous costume designer Gibert Adrian. Adrian is best known for designing costumes for the movie The Wizard of Oz. This particular evening gown was designed for the Hollywood actress Greta Garbo. It is made of silk velvet and the adorned with rhinestones along the neckline and cap sleeve. Charles Sheeler photographed fashions of similar style while working for Vogue and Vanity Fair from 1926-1931.





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Pre-Visit Activities• Discuss different fashion eras and as a class create a timeline.• Brainstorm a list of iconic outfits from throughout history.

What makes a look memorable?• Read I Had a Favorite Dress by Boni Ashburn and write about

your favorite piece of clothing. What makes it so special?• Look at different dresses from the 30s during the time

this garment was created. Discuss the styles and how they portrayed the female form.


Gallery Activities• Instagram Activity: Create a drawing and caption inspired by

this dress (pg. 74).• Pattern Finder: Find different patterns in this dress and



• Say What?: Write a speech bubble for the person that might wear this gown. What would they say to another mannequin in the exhibit (pg. 78)?

• Compare Checklist: Choose two-three fashions in the galleries. Create criteria to use to compare and contrast (pg. 79).







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Post-Visit Activities• Fashion Exhibit Lesson Plan: Choose an article of clothing

and write museum label about the era, history, material and importance.

• Compare two eras of evening gowns. Write a compare and contrast essay.

• Create a fashion sketch in a sketchbook or online with Fashion Design Flat Sketch and share your design with the class.

• Create your own accessory to pair with this dress using jewelry making techniques.

• Experiment with simple sewing techniques. • Create a texture collage dress design using fabric scraps,

buttons, feathers, ribbons and acrylic gems.






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Grades: 4-8 Unit: Museum ExhibitionInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze several photographs by Charles Sheeler and other fashion from the exhibit. TSW chose an article of clothing that has a cultural, historical or personal significance. TSW write an informative museum label, or text panel. TSW curate a museum exhibition.Materials: Gilbert Adrian, Evening Gown and other fashion related art from the exhibition, laptops, paper for museum labels, display materials: hangers, mannequin heads, dress forms, frames and/or platforms.Differentiation: Students may work independently or in a group. As a class, students can brainstorm a title for their exhibit and create a stantion sign describing the the exhibit. Students can collaborate to create fliers advertising their exhibit. Students can work together to decide how to group the class’s fashion items in a logical or creative way. Students may share their item with an oral presentation. Museum labels may be typed or handwritten.


Procedure: As a class, look at several of Charles Sheeler’s textile designs, fashion photographs and gowns in the Charles Sheeler: Fashion, Photography and Sculptural Form exhibit. Students will discuss why certain fashions might have been chosen for the exhibit and what makes it iconic. Students will choose a piece of clothing that is important to them and bring it to class. Students could bring in an antique piece of clothing that has historical importance, fashion specific to a religion or country that has cultural significance, or clothing that has personal significance (e.g., students got it as a gift, they were wearing it when something special happened etc.). Students will write a museum label, or text panel with the name of the object, the approximate

FASHION EXHIBIT LESSON PLANGILBERT ADRIAN, EVENING GOWN





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LESSON PLAN CONTINUED...GILBERT ADRIAN, EVENING GOWN

date it was made, the material it is made out of, and an explanation of the item’s significance. Students will display their item and museum label in an aesthetic and creative way along with the item’s of their classmates. Students will take a gallery walk of the fashion exhibit to learn about their classmate’s fashion items.

Vocabulary: • Iconic• Curate• Text Panel

Assessment/Evaluation • Participation in class discussions• Museum text panel rubric• Student museum exhibition





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Looking Questions:• What do you see in this photo?• Describe this photo using three

adjectives.• Where is the photographer standing

to take this picture? How do you know?

• Describe Sheeler’s use of color, line, shape and space.

• Does this photo remind you of any place you’ve been or seen? Explain.

• What is the mood of this photograph? Why?

• If you could give this photo an alternative title, what would you call it and why?

About the Photograph:Charles Sheeler purchased his first camera in 1910, around the time he moved to Doylestown. He rented an 18th century stone farmhouse with his friend and fellow Precisionist artist Morton Schamberg. Sheeler began photographing new buildings for local architects for some extra money and then began photographing the interior of his own house. He looked for interesting shapes and shadows for his compositions like those found in Doylestown House: Stairs from Below.

DOYLESTOWN HOUSE: STAIRS FROM BELOW

Charles Sheeler. Doylestown House: Stairs from Below. c. 1917, Gelatin silver print, 8 5/16 x 5 7/8 in. Metropolitan Museum of Art, Alfred Stieglitz Collection.





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Pre-Visit Activities• Learn more about Charles Sheeler by looking through the

Michener’s microsite: www.charlessheeler.org.• Brainstorm a list of special landmarks or architecture in

Doylestown that would be a great photography subject.• Look for patterns and repetition in the world around us.• Read The Dark by Lemony Snicket and discuss how objects like

the stairs appear differently in the dark.


Gallery Activities• Stair Poem: Gallery Activity. Follow the prompts to write a five-

lined poem about this photograph (pg. 80).• Pattern Finder: Find different patterns in this artwork and


• Shadow Hunter: Gallery Activity. Search for actual, photographed and painted shadows in the galleries (pg. 77).






http://www.charlessheeler.org



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• Movie Review: Imagine there was a setting, genre, plot, movie made about this artwork. Describe the characters, and then give the film a review.


• Look for a work in the galleries that has a point of view from above or below. Compare it to this photograph by Sheeler.

Post-Visit Activities• Photography Lesson. Create a black and white photograph that

uses several compositional techniques such as rule of thirds, leading lines, symmetry, rule of odds and more.

• Find and measure acute, obtuse and right angles in this photograph and other photographs.

• Look at different architectural features like stairs, doorways, windows and choose one to photograph or draw in detail.

• Photograph your house or school from a creative perspective. • Compare this photo to M.C. Escher’s stairs drawing, Relativity.• Research Charles Sheeler and/or other local artists using the

Bucks County Artist Database www.michenerartmuseum.org/bucksartists/ and create a resource board of text, video and photograph using BlendSpace.

• Look at the work by Bucks County Precisionist artist, Elsie Driggs. How does her work compare to Sheeler’s?






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Grades: 4-12 Unit: PhotographyInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze several photographs by Charles Sheeler. TSW use a camera to take a black and white photo. TSW demonstrate several compositional techniques. TSW write a reflective artist statement.Materials: Doylestown House: Stairs From Below by Charles Sheeler, www.petapixel.com/2016/09/14/20-composition-techniques-will-improve-photos/Differentiation: Students may work independently or in a group. Students can use NgaKids Camera Op. Students can use camera phone or tablets to take their photos. Students can take more or less than five photos to demonstrate more or less compositional techniques.


Procedure: As a class, look at Doylestown House: Stairs From Below and several of Charles Sheeler’s black and white photographs. Teacher will ask: What makes a successful photograph? The teacher will introduce several compositional techniques such as rule of thirds, rule of odds, symmetry, depth, frame within a frame, leading lines, diagonals and triangles, patterns and textures, fill the frame, negative space, minimalism, isolate the subject, point of view, rule of space, color combinations, left to right rule, balance, juxtaposition, golden triangles, golden ratio. Students should look for the compositional techniques in the Sheeler photography examples. Students will take use a camera or camera phone to take five black and white photographs that use five of the compositional techniques.

PHOTOGRAPHY LESSON PLANDOYLESTOWN HOUSE: STAIRS FROM BELOW





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Vocabulary: • Composition• Rule of thirds• Rule of odds• Rule of space• Left to right rule• Symmetry• Depth• Leading lines• Diagonal• Pattern• Texture• Negative space• Minimalism• Perspective• Balance• Juxtaposition• Precisionism• Architecture• Space

Assessment/Evaluation • Participation in class discussions• Artist statement• Photography rubric

LESSON PLAN CONTINUED...DOYLESTOWN HOUSE: STAIRS FROM BELOW





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Looking Questions:• Describe this painting.

List all of its details.• What kind of building is

this? How do you know?• What primary colors do

you see?• What shades and tints do

you see? Give the colors a creative name.

• Name all of the geometric shapes used in this painting.

• What is the mood of this painting? How does the color choice affect the mood?

• If this painting had a background, what type of scenery, people or animals would we see?

About the Painting:Sheeler was inspired by Cubist artists Pablo Picasso and Georges Braque on a trip to Europe in 1909. This painting of a Bucks County barn is created using simplified geometric shapes. Parts of the barn give the viewer the illusion of three-dimensionality, but they have been flattened and abstracted to a two-dimensional form similar to the Cubist style. The background and most of the detail have been omitted with only a few lines to indicate windows, doors or stone. The colors have been altered to include different tints and shades of blue, red and white.

BARN ABSTRACTION

Charles Sheeler (1883-1965), Barn Abstraction, 1943, tempera on paperboard, 21 ½ x 28 3/8 inches. Collection Joseph P. Carroll and Dr. Roberta Carroll, Courtesy Forum Gallery, New York.





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Pre-Visit Activities• Discuss the culture of Bucks County and the importance of

agriculture. • Learn about Cubism and look at famous Cubist artists like Pablo

Picasso, Georges Braque and Fernand Leger.• Discuss abstract art and ways an artist can transform something

realistic into something abstract.• For younger students, sort various colored objects by their color

or color scheme (e.g., warm, cool, primary or secondary).• Read Pantone: Colors or Color Dance by Ann Jonas to talk about

how tints and shades are made.



work of art (pg. 74).• Pattern Finder: Find different patterns in this painting and



• Compare Checklist: Choose two to three artworks in the galleries. Create criteria to use to compare and contrast. Consider comparing to Sheeler’s Bucks County Barn or other barn images found in the galleries (pg. 79).


• Use the wooden blocks in the Family Education Center to create a colorful abstract barn.

BARN ABSTRACTION





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• Name and/or count all of the geometric shapes.• Find photographs or paintings of barns in other galleries. Which

one is your favorite and why? • Write a short story about who might live in this barn. Who are

the characters?

Post-Visit Activities• Color Palette Lesson. Use Coolors color scheme generator to

find your favorite color palette, mix your own paints and create a work of art using that color scheme.

• Create your own tints and shades by mixing together different colors of paint with white and black.

• Make your own a barn drawing or painting.• Explore the science behind the color spectrum. Discuss color

frequencies, experiment with light and prisms, and make a Benham’s disk.

• Create your own three-dimensional artwork with geometic shape blocks.

• Look at something realistic and make it abstract by using simple geometric shapes and different colors.

• Create a color theory quiz on Quizizz. Make your own creative memes that will play when someone answers your questions. Share with your class.

• Look at the work of other Precisionist artist who used barns and buildings as their subject matter, including Charles Demuth.

BARN ABSTRACTION





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Grades: 4-8 Unit: Color TheoryInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze Barn Abstraction by Charles Sheeler. TSW discuss color theory and learn color vocabulary. TSW create a color scheme. TSW create tints and shades by mixing different paint colors. Materials: Barn Abstraction and other paintings by Charles Sheeler, Coolors, tempera or acrylic paint, mixing palette, paper for color palette, sturdy paper or canvas for painting. www.smashingmagazine.com/2010/02/color-theory-for-designer-part-3-creating-your-own-color-palettes/

Differentiation: Students may work independently or in partners to create their color schemes. The color theory discussion and color terminology may be simplified for younger students or for a shorter lesson. Discuss the symbolism and meaning behind certain colors. Teacher may introduce mathematical terms including: ratio, fraction, percentage or proportion.


Procedure: As a class, look at Barn Abstraction by Charles Sheeler as well as other paintings. Discuss Sheeler’s use of color. Discuss complementary colors, primary colors and secondary colors. Introduce the vocabulary: monochromatic, triadic, analogous hue, chroma, saturation, neutral, value, tone, tint and shade. Ask: What makes a good color scheme? Explain that most good color schemes use tints and shades of traditional color scheme standards, but schemes without formal rules will also work if the saturation and choma levels are similar. Students will experiment with different color schemes using the color scheme generator Coolors. Once students choose their favorite scheme, they will try mixing their own tints and shades to match their palette. They will paint their colors side-by-side onto a sheet of paper. Students should also write notes about how much of each

COLOR PALETTE LESSON LESSON PLANBARN ABSTRACTION





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LESSON PLAN CONTINUED...BARN ABSTRACTION

color they used and give their new colors a creative name. Students will create a painting on sturdy paper or canvas using only the colors found in their color palette. Students will write an artist statement and self-critique to accompany their painting.

Vocabulary: • Monochromatic• Chroma• Neutral• Hue• Shade• Primary• Secondary• Tertiary• Tint• Shade• Analogous• Split Complementary• Complementary• Abstract• Cubism• Precisionism

Assessment/Evaluation • Participation in class discussions• Painting rubric• Artist Statement and self-critique





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Looking Questions:• What do you notice

about this photo? Describe all its details.

• What is happening in the paintings within this photograph? Explain

• Who is this woman? Why do you think that?

• Describe this woman’s pose. Why do you think she is posing like that?

• How did Sheeler arrange this composition so that it was more visually interesting? Explain.

• How do you think Sheeler feels about this woman? Why do you say that?

About the Photograph:After Sheeler was done working for Conde Nast, he started designing fabrics for women’s clothing. He wrote in a letter that his friend, the artist Marcel Duchamp, had was “quite enthusiastic about the fabrics” he had seen in Sheeler’s home. The striped dress seen in this photo was designed by Sheeler. This woman in the photo is a New York City art dealer named Edith Gregor Halpert who was Sheeler’s manager. She is posed in profile between two paintings, perhaps paintings from her extensive Modern Art collection. The rectangular paintings help to frame and divide the composition.

EDITH GREGOR HALPERT

Charles Sheeler (1883-1965), Edith Gregor Halpert, c. 1940, gelatin silver print, 9 x 13 in. Downtown Gallery Records, Archives of American Art, Smithsonian Institution.





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Pre-Visit Activities• Explore different textiles and textures.• Discuss compositional techniques and look at various

photographs that show creative ways to frame subjects, divide the composition or draw the viewers attention.

• Read A Line Can Be... by Laura Ljungkvist and discuss the element of line in art.



photograph (pg. 74).• Pattern Finder: Find different patterns in this photograph

and throughout the gallery and use them to create your own artwork (pg. 75).


• Say What?: Write a speech bubble for a person in a photo for if they could speak? What would they say to another person in a photo (pg. 78)?



• Memory Game: Study the artwork closely and then turn away






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to see if you can remember all of the details well enough to draw it (pg. 82). • Movie Review: Imagine there was a movie made about this

artwork. Describe the characters, setting, genre, plot, and then give the film a review (pg. 83).



• Mix and match the outfits on the fashion magnet board in the Family Education Center to create a look inspired by this photograph.

• Tell a story about the woman in the photograph.• Look for another work in the gallery that has a figure in profile. Post-Visit Activities• Textile and Texture Lesson Plan: Explore different fabrics; how

they are made and their strengths and weaknesses. Make hypotheses and record your observations.

• Design your own textile pattern with paint, colored pencil, marker or online using the pattern generator Repper.

• Create a rubber eraser stamp to create a repeating textile pattern on a plain piece of fabric.

• Experiment with composition and camera controls using the NGAkids Photo Op Interactive.






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Grades: 4-8 Unit: Textile and TexturesInterdisciplinary: Science/Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze Edith Gregor Halpert by Charles Sheeler. TSW learn where fabric comes from and how they are made. TSW compare different textiles. TSW record scientific observations and hypotheses.Materials: Edith Gregor Halpert by Charles Sheeler. Gilbert Adrian Evening Gown, various swatches of fabrics, science notebook, pencil, experiment materials like water, thermometer, food dye etc.Differentiation: Students may work independently or in a group. Students can look at fabric under a microscope. Students can present their findings in a short presentation. Students can make their own fashion designs and choose an appropriate textile based on their findings.


Procedure: As a class, look at Charles Sheeler’s textile designs and fashions from the exhibit. Ask: “Where does fabric come from?” “How is it made?” “Why do we use different fabrics for different function?” Have students feel different fabrics, look closely with magnifying glasses and write observations in their science discovery notebooks. Students should research a few facts about how the fabrics are made and what their practical uses. Students will perform experiments using the different fabrics to determine their strengths and weaknesses. For example,:which fabric stains the easiest, what fabric is the most absorbant, which fabric is the most water resistant, what fabric is the strongest, what fabric would keep you the warmest? Students can write their hypotheses in their science notebooks and record results. Students should compare their findings to their research. Students will share their results with the class. Vocabulary: • Textile• Texture

Assessment/Evaluation • Participation in class discussions• Science notebook

TEXTILE AND TEXTURES LESSON PLANEDITH GREGOR HALPERT





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painting? Describe all its details.• What is the focal point of this

artwork? Explain what Sheeler is using to create this emphasis?

• Where might this scene be taking place? Why do you think that?

• Why do you think Sheeler use mostly grayscale colors in the background?

• What shapes do you see?• Where do you see repetition in this

painting?• Is any of this painting familiar to you?

About the Photograph:Charles Sheeler was interested in documenting modern technology in the early 20th century. You will see themes like architecture, industry and machinery in his artworks. This painting shows the inside of his New York City photography studio during a photo shoot of a cactus still life. We see studio lamps and part of the background, which were cropped out for the photo. The original photo of the cactus still life reveals sharp needles which were omitted in this painting. Much of the painting is in grayscale like the original photo, but the cactus gives a pop of green color to liven the painting and draw the viewer’s attention to the natural subject among the man-made objects.

CACTUS

Charles Sheeler (1883-1965), Cactus, 1931, oil on canvas, 45 1/8 x 30 1/16 inches. Philadelphia Museum of Art, The Louise and Walter Arensberg Collection, 1950.





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Pre-Visit Activities• Look at Cactus, Flower in a Bowl, Still Life With Peaches and

other still lifes. Discuss what characteristics make up a visually interesting still life.

• Research famous still life artists like Paul Cezanne, Vincent van Gogh, Georges Braque, Roy Lichtenstein and Frans Snyders.

• Learn about different plants and their habitats. In what climate would we find a cactus? Describe the features that help it thrive in that climate.

• Read Hug Me by Simona Ciraolo or Cactus Hotel by Brenda Z. Guiberson.


Gallery Activities• Instagram Activity: Create a drawing and caption inspired by

this work of art (pg. 74).• Fashion Design: Create a dress design inspired by one or more

artworks in the gallery (pg. 76). • Shadow Hunter: Gallery Activity. Search for actual,

photographed and painted shadows in the galleries (pg. 77).• Compare Checklist: Choose two to three artworks in the

galleries and create criteria to use to compare and contrast. Consider comparing Cactus to Sheeler’s other still life photographs (pg. 79).


CACTUS





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Post-Visit Activities• Patterned Cactus Lesson Plan: Make your own three-

dimensional paper sculpture.• Rearrange objects to create your own still life using John

Baldessari’s In Still Life interactive.• Make careful observations of a plant and create your own

botanical drawing. Label the parts of the plant.• Use a flashlight or lamp to cast a shadow from a still life

object or geometric form. Use a graphite pencil to shade the highlights and shadows.

• Perform a science experiment to demonstrate how the cactus’ waxy outer covering helps it retain water in the hot/dry desert. Put two sponges (one coated with Vaseline) in a container of water. Take the sponges out to dry. Which sponge will retain the water longer?

• Set up your own photo shoot of a plant or other object. Take photos from different angles, different lighting and different backgrounds. How do these differences affect the photograph?

• Paint a landscape where this cactus would live. What other objects would you include? What other plants or animals would live with it?

CACTUS





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Grades: 1-5 Unit: SculptureInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze Cactus by Charles Sheeler. TSW learn about the cactus; habit, uses and characteristics. TSW use paper folding techniques to create a paper sculpture. TSW draw different line and shape patterns.Materials: colorful paper, scissors, planters or boxes, dry rice to fill pots, colored pencil, glue or double-sided tape, permanent marker, pencil, paper or sketchbookDifferentiation: Students can make cactus paintings, collages or paper mache cacti instead of paper cacti. Students can make cactus sculptures out of painted stones. Students could make their own pinch pots with clay or model magic. Students can use paint or marker for the needle patterns instead of colored pencil. Students may decorate their pots with paint, marker or decoupage. Students may use dry beans, pebbles or decorative sand to fill their pots. Students can hot glue smaller stones onto the larger stones to make arms.


Procedure: As a class, look at Cactus by Charles Sheeler. Talk about cacti; types of cacti, a cactus’ climate, characteristics and uses. The teacher will read Hug Me by Simona Ciraolo or Cactus Hotel by Brenda Z. Guiberson. The students will look at pictures of different cacti. Students will choose two sheets of the same color paper. Draw a cactus shape on one of the sheets of paper. Stack both pieces together and cut out the cactus shape with scissors. With colored pencil, decorate your cactii with needle patterns. Needle patterns can be any simple line or geometric design such as short lines all going the same direction, different sized diagonal lines, long vertical lines, lines crossing each other like an asterick, small dots or triangles. Cut a vertical slit in the bottom of one cactus and the top of the other. Slide the two slitted ends together to create a three-dimensional cactus. You may repeat these steps to create more three-dimensional cactii.

PAPER CACTUS LESSON PLANCACTUS





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Students should write their names on their pots with a permanent marker and fill them halfway with the dry rice. Students can arrange the three-dimensional cacti sticking out of the rice and then fill the remaining top of the pot with more dry rice. Students can use different paper folding and cutting techniques like crumpling, bending, rolling and cutting fringe to create small paper flowers. Attach flowers with glue or double-sided tape.

Vocabulary:• Still Life• Pattern• Three-dimensional• Repetition

Assessment/Evaluation • Participate in class discussions• Craft project rubric

PAPER CACTUS LESSON PLAN CONTINUED...CACTUS





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Looking Questions:• What do you see in this artwork?• Is it a painting or a photograph?

How can we tell?• Describe the types of lines and

shapes used in this work.• What do you think the large object

is in the painting? • How does Sheeler show the scale

of the object?• What do you think is its function?

Explain your answer.• Does this look like anything you

have seen before?• How does Sheeler make it look

three-dimensional?

About the Photograph:In 1940, Fortune Magazine commissioned Sheeler to paint a series of six paintings that showed man harnessing the power of nature for a photo essay. The series of paintings was called “Power.” Sheeler prepared for the series by traveling for months taking photographs of forms that inspired him. He painted six different types of power: a water wheel, a steam turbine, the railroad, a hydroelectric turbine, an airplane and a dam. These paintings were great examples Precisionism, a style of Realism with limited detail, sharp outlines and contrast that emphasizes the underlying geometric shapes of a subject.

STEAM TURBINE

Charles Sheeler (1883-1965). Steam Turbine, 1939, Oil on canvas, 22 x18 inches, The Butler Museum of American Art.





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Pre-Visit Activities• Discuss the Machine Age and it’s technical advances such as the

steam engine and Ford’s assembly line.• Practice shading shapes to make them look three-dimensional.• Look at other artworks that show modern industry such as

Lewis Hine’s work portraits from in the 1920’s, Fernand Leger’s paintings of the modern city and Charlotte Schatz’s Jack Frost Sugar Refinery.

• Discuss how technology has affected the arts and how it impacts contemporary artists today.






• Compare Checklist: Choose two to three artworks in the galleries. Create criteria to use to compare and contrast.Consider comparing to other industrial scenes by Walter Emerson Baum (pg. 79).


STEAM TURBINE





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Post-Visit Activities• Energy Lesson Plan: Discuss different types of energy and choose

one to create a short presentation using Shadow Puppet Edu.• Discuss the importance of the Delaware River and canal to local

industry.• Explore the science behind steam and learn about the three states

of matter; solids, liquids and gasses.• Create a series of photos all inspired by one word randomly

selected from the dictionary or drawn from a hat.• Look at Sheeler’s six paintings from the “Power Series.” How do you

think Sheeler felt about the growth of industry at this time? What evidence do you see in the paintings to support your claim?

• Sheeler used his photos like a sketchbook. Take several photos and create a drawing or painting inspired by your photo studies.

• If you could add another painting to Sheeler’s “Power Series” what would it be? Draw or paint your addition and explain why you chose it.

STEAM TURBINE





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Grades: 4-8 Unit: EnergyInterdisciplinary: Science/History/Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze the “Power Series” by Charles Sheeler. TSW develop digital storytelling and presentation skills. TSW research a topic and compile information. TSW learn about different forms of energy.Materials: Steam Turbine by Charles Sheeler, laptops or tablets, Shadow Puppet EDUDifferentiation: Students may work independently or in a group. Students may end the lesson with a debate about which energy form is the best. Students can create a posterboard presentation instead of a digital presentation. Create a drawing or painting that represents an energy source inspired by Sheeler’s Steam Turbine.


Procedure: As a class, look at Steam Turbine and the rest of Charles Sheeler’s “Power Series”. The teacher will ask the class looking questions and students will describe and analyze the artworks. Discuss different primary energy sources. Ask: Do you know where your energy comes from? Discuss renewable and non-renewable energy. Students will research one form of energy: nuclear, fossil fuels (coal, oil, and natural gas), and renewable energy (wind, solar, geothermal and hydropower. Students will use Shadow Puppet Edu to create a presentation about their energy source with videos and photographs and recorded audio. Students can search images in the Shadow Puppet EDU app or on the web. Students can add text, titles, animation and draw on the images to help illustrate your information. Students will share their presentations with the class.

Vocabulary: • Renewable Energy• Non-renewable Energy• Geothermal

ENERGY LESSON PLANSTEAM TURBINE





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• Hydropower• Fossil Fuel

Assessment/Evaluation • Participation in class discussions• Presentation and speaking rubric

ENERGY LESSON PLAN CONTINUEDSTEAM TURBINE





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Looking Questions:• What do you see in this painting?• What is the viewpoint in this

artwork? • Look at the shadows. Where is

the source of the light? How do you know?

• What room of a house is shown in this painting? Explain..

• What colors do you see? Do they have any special meaning?

• Does this remind you of any place you have been or seen?

• How would the composition be different if painted from below?• What does this room tell us about Charles Sheeler? Explain.

About the Photograph:In 1931, Sheeler resigned as a photographer for Condé Nast so he could return to his love of painting. He wanted to apply the same technical aspects used in his photography to his paintings such as cropped composition, contrasts of light and dark, and interesting perspectives. American Interior is based on a photograph, which he had taken from above, of the living room from his former New York home. It showcases his collection of Shaker furniture and early American decorative objects. The red, white and blue color palette echoes the Americana theme.

AMERICAN INTERIOR

Charles Sheeler (1883-1965). American Interior, 1934, Oil on canvas, 32 ½ x 30 in.Yale University Art Gallery, Gift of Mrs. Paul Moore.





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Pre-Visit Activities• What do we learn about a person from looking at a room in

their house? If we looked in your room, what would it tell us about you?

• Research Precisionism and look at other examples of Precisionist artists like Charles Demuth, Georgia O’Keeffe, Morton Schamberg, Stuart Davis, Joseph Stella and Elsie Driggs.

• Discuss who the Shakers were and what was their history in Pennsylvania. Look at some of their furniture and decorative objects and discuss.







• Compare Checklist: Choose two to three artworks in the galleries. Create criteria to use to compare and contrast (pg.79).


AMERICAN INTERIOR





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• Pair up with a partner to play I Spy with details from the painting.

• Find another artwork in the galleries showing an interior. How is it similar or different to Sheeler’s?

Post-Visit Activities• Indirect Self Portrait Lesson Plan: Choose personal objects

that represent you and combine them in a still life or interior painting. Write an accompanying artist statement explaining what the objects say about you and your personality.

• Take a photograph of your bedroom and try to match your classmates’ to the correct bedroom photo.

• Explore using unique viewpoints/perspectives when making a painting or a photograph.

• Experiment with painting shadows using black paint and by using complementary colors.

• Write a short narrative that uses this room as the setting.• Create your own interior design with decorative objects and add

characters with NGAKids Dutch House.

AMERICAN INTERIOR





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Grades: 4-8 Unit: Self PortraitInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze American Interior and other interior paintings by Charles Sheeler. TSW discuss still lives and objects as self portrait. TSW write a reflective artist statement. TSW use drawing to create an indirect self portrait.Materials: Pencils, colored pencils, white drawing paper, sketchbooks or sketch paper, rulers, paper for artist statement, American Interior and other interior paintings by Charles Sheeler.Differentiation: Students may make paintings or photocollage instead of drawings. Students can type their artist statements on a laptop. Students can guess which interior drawing belongs to which classmate. Students can photograph their rooms or objects for reference.


Procedure: As a class, look at American Interior and other interior paintings by Charles Sheeler. Teacher will ask the class looking questions and students will describe and analyze the artworks. Ask: What can someone’s room or their personal objects tell us about them? Ask: What would we learn about you from looking in your room or looking in your backpack? Teacher will explain to the class that an indirect self portrait is a self portrait that does not include an actual person, but instead objects or symbols that represent that person. Students will share a few personal items that represent who they are or tell something about them. Students will make a list of their own important objects. They will sketch their objects in a still life arrangement or as an interior scene. They will create a final colored pencil drawing on a piece of drawing paper. Students will write an artist statement explaining how the objects reflect who they are and they will share their drawings and statements with the class.

INDIRECT SELF PORTRAIT LESSON PLANAMERICAN INTERIOR





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PHOTO PORTRAITS: LESSOn PLAn COnTInUED...AMERICAN INTERIOR

Vocabulary: • Self Portrait• Composition• Still Life

Assessment/Evaluation • Participation in class discussions • Students will display their portraits and photo labels• Peer or self-critique• Photography rubric to assess creativity and composition





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Looking Questions:• What do you notice

about this film?• What sounds would

you hear if this wasn’t a silent film?

• What colors would you see if it wasn’t in black and white?

• Do you recognize the city in the film? Where do you think it is?

• Why would an artist use film as a medium as opposed to photography?

• Describe some characteristics seen in the film that tell you the setting is a city

About the Film:Manhatta is a short silent film made by Sheeler and his photographer friend Paul Strand in 1920. It is considered to be the first American avant-garde film. The six-minute film presents a series of clips that represent a typical day in New York City. Sheeler and Strand used short, quick clips, dramatic lighting and interesting perspectives to emphasize the dynamic and fast-paced nature of Manhattan city living. Manhatta is inspired by portions of a book by the poet Walt Whitman called Leaves of Grass.

MANHATTA FILM

Sheeler, Charles and Paul Strand, Still from Manhatta 1920. Lowry Digital, Museum of Modern Art/Anthology Film Archives





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Pre-Visit Activities• Watch Manhatta https://youtu.be/kuuZS2phD10• Look at photographs by Paul Strand and compare them to

Charles Sheelers’s photographs.• Research the history of film and silent movies.• Discuss the different characterics of rural, urban and suburban

communities. Which one do you live in? Play a quiz game using Plickers to correctly identify the type of community found in facts or pictures.



film (pg. 74).• Pattern Finder: Find different patterns in this film and


• Fashion Design: Create a dress design inspired by Manhatta (pg. 76).

• Shadow Hunter: Gallery Activity. Search for actual, photographed and painted shadows in the galleries. Do you see any shadows that are filmed? Describe (pg. 77).

• Movie Review: Make up a different title for Manhatta. Describe the characters, setting, genre, plot, and then give the film a review (pg. 83).

MANHATTA FILM





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• Pretend like you are the film’s narrator and add dialogue to the silent film.

Post-Visit Activities• Silent Movie Lesson Plan. Use iMovie to create a short silent

film about Doylestown or a city/town close to you. Combine video clips, use the silent era filter, add text, music and change the speed of your videos.

• Write a short story and act it out like a silent film. How can you get your story across without words?

• Choose one still from the film that you feel best embodies the character of New York City. Why did you choose that one? Create a work of art inspired by that still image.

• Create a film or work of art inspired by a poem or book.• Make a list of words and phrases you see in Manhatta. As a

class, create a list poem about the film. Write your own list poem about your city and share it with the class.

MANHATTA FILM





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Grades: 4-8 Unit: FilmInterdisciplinary: Visual Arts/Language Arts/ TechnologyObjectives: TSW describe and analyze Manhatta by Charles Sheeler and Paul Strand. TSW collaborate with a partner. TSW find scenes and images that exemplify life in Doylestown or a city/ town near you. TSW use video camera, camera phone or tablet to create a silent film.Materials: Manhatta by Charles Sheeler and Paul Strand, paper for brainstorming,, video cameras or tablets, laptops, iMovie or other film editing softwareDifferentiation: Students may work independently or in a larger group. Partners can create a storyboard for their films. Films can be longer or shorter than 10 minutes. Students can create a movie poster or short trailer to accompany their film.


Procedure: As a class, watch Manhatta by Charles Sheeler and Paul Strand. The teacher will ask the class looking questions and students will describe and analyze the film. Students will discuss the idea of collaboration. Sheeler co-directed this film with his friend Paul Strand. Teacher will ask: What challenges might someone face if they are working with another artist to create a film? Students will choose a filmmaking partner. Manhatta is a film about New York City. As a class, students will brainstorm a few words or phrases that describe Doylestown. With their filmmaking partners, students will brainstorm scenes or images that would best show the character of Doylestown or their city/town. Students will record video clips of the places or activities they brainstormed using a video camera or camera phone. Students should pay attention to the overal feel of their film. Sheeler used short, quick clips, dramatic lighting and interesting perspectives to show a fast-paced nature of New York City. Ask: How should a film about Doylestown feel? Ask: What filming tehniques can help achieve that feeling? Students can upload their clips to iMovie or other film editing software on the computer, smartphone or tablet. Partners should use the Silent Era film filter to give their film the same grainy

SILENT FILM LESSON PLANMANHATTA FILM





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PHOTOJOURnALISM: LESSOn PLAn COnTInUED...MANHATTA FILM

black and white look as Manhatta. Students should rearrange their clips to tell a story. They can crop clips, add titles, text, transitions and music to their films. Films should be no longer than 10 minutes. Students will share their films with the class in a mini-film festival and have a class film critique.

Vocabulary: • Composition• Perspective

Assessment/Evaluation • Participation in class discussions• Photography rubric to assess composition, creativity and ability to tell a story• Peer or self-critique• Presentation of photographs and cutlines





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GLOSSARY

Abstract: a twentieth century art movement that explores the relationships of forms and colors, instead of being concerned with creating recognizable images.

Acute Angle: an angle that measures less than ninety degrees but more than zero degrees.

Aperture: an opening that controls the amount of light that passes through a lens.

Architecture: art of designing and building structures especially ones that can be lived in.

Agriculture: farming, cultivating the soil, producing crops, and raising livestock.

Analagous: three consecutive colors on the color wheel.

Avant-Garde: experimental, daring or radical methods in the arts.

Background: the part of a scene that appears to be the furthest distance from the viewer, and normally behind the subject.

Balance: art principle which refers to the arrangement of elements in an artwork.

Candid: a photo taken without the knowledge of the subject.





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GLOSSARY CONTINUED...

Charleston: a popular fast-paced ballroom dance from the 1920s that involved twisting the knees and kicking the lower legs.

Chroma: purity or intensity of color.

Contrast: the range of difference between light and dark in an image that helps to create visual interest.

Complementary colors: colors opposite on the color wheel that when placed near each other create contrast and when mixed together create a neutral.

Composition: the arrangement of visual elements of an artwork.

Crop: trimming the edges of an image to change or improve the composition.

Cubism: an early 20th-century style in art, in which an object is shown with multiple perspectives and broken up into geometric shapes.

Curate: to organize an art exhibit.

Decorative Objects: arts or crafts that are made to be both beautiful and functional such as furniture, tapestries and ceramics.

Depth of field: the distance from the foreground, or the subject, to the background.





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Diagonal: a sloping or slanting straight line.

Diameter: a straight line passing from side to side through the middle of a circle or sphere.

Emphasis: A principle in art where important elements and ideas are emphasized via composition.

Focal point: the center of focus in an image; normally refers to the subject or main part of an image.

Focus: the clarity of detail in an image.

Foreground: the area of a scene or picture in the front, closest to the viewer.

Fossil Fuel: a natural fuel such as coal, oil or gas, made in the earth from decomposing organisms.

Framing: a compositional technique where an artist uses an object to act as a border or frame to help direct the viewers’ attention to the subject.

Geometric shape: shape with exact mathematical rules (ex. a square, triangle, rectangle, circle, and other polygons).

Geothermal: is heat energy generated and stored in the Earth.





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Hue: the technical word for a specific color.

Hydropower: energy derived from the movement of water.

Iconic: very famous or well-known; often recognized as a symbol of something.

Industry: businesses that provide a particular product or service like processing raw materials or manufacturing goods in factories.

Juxtaposition: placing two or more things side by side, usually contrasting or opposing elements.

Leading lines: lines in an image that direct the viewer’s attention to the image’s center or main subject.

Left to Right Rule: Compositional rule in photography where images look the best when they face to the right.

Minimalism: a style or technique that is characterized by extreme spareness and simplicity.

Monochromatic: Tints and shades of single hue or color.

negative Space: the space around and between the subject(s) of an artwork.





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neutral: a color made by mixing two complementary colors together (usually a gray-brown).

non-renewable energy: a resource such as fossil fuel that can not be replaced as fast as their consumption.

Obtuse Angle: an angle that measures more than 90 degrees but less than 183 degrees.

Pattern: a repeated design of elements or shapes.

Perimeter: The distance around a two-dimensional shape.

Perspective: the illusion of a three-dimensional space on a two-dimensional surface through the use of vanishing point, converging lines and diminishing size.

Profile: the side angle of something like a persons face.

Portrait: a picture of a person, usually showing their face.

Precisionism: an American art movement that focused on modern industry and the urban landscape. They used sharp lines, geometric shapes to abstract their otherwise realistic compositions.

Primary color: the basic colors that can be used to mix other colors; red, yellow and blue.





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Procedural Writing: how-to guide or step-by-step instructions that explain how to to complete a task.

Realism: making art or literature that is made to resemble the natural world.

Repetition: the use of the same visual element a number of times in the same composition.

Roaring 20’s: the 1920s thought of as being a boisterous era of prosperity, fast cars, jazz, speakeasies, and wild youth.

Rule of Thirds: a design principle that breaks up a composition into a 3x3 grid and suggests that the photogapher place the subject at one of intersecting lines of the grid.

Rule of Space: compositonal technique in photography where negative space is placed in front of where a subject is facing.

Rule of Odds: compositional technique in photography where the subject is framed with any number of subjects that create an odd number of subjects.

Rural: the country or country life. Secondary color: a color made by mixing two primary colors; orange, green and purple.





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Self-portrait: a picture of yourself that is made by yourself.

Sesquicentennial International Exhibition: the 1926 world’s fair in Philadelphia, Pennsylvania, celebrating the 150th anniversary of the signing of the U.S. Declaration of Independence.

Shade: a color mixed with black to create darker values.

Shadow: A shadow is a dark area where light from a source is blocked by an object. It is cast next to the object depending on where the light is coming from.

Shutter speed: the length of time the shutter remains open after the shutter release has been pressed, usually measured in fractions of second. Silhouette: the outline of an object as if it’s seen against the light.

Split Complementary: a variation of the complementary color scheme. In addition to the base color, it uses the two colors next to to its complement.

Suburban: the residential area on the outskirts of a city.

Symmetry: a type of balance when something has two sides or halves that are the same or very close in size, shape, and position.





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Tertiary Colors: a primary and secondary colors mixed together equally: red-violet, blue-violet, blue-green, yellow-green, yellow-orange, red-orange. Textile: a woven or knit material.

Text Panel: a label describing an object exhibited in a museum, or one introducing a part or whole gallery in an exhibit.

Texture: the way that something feels when you touch it or how it looks like it would feel.

Three-dimensional: when an object, scene or image has, or appears to have, length, width and depth.

Tint: a color mixed with white to create lighter values.

Two-dimensional: when an object or image is flat; contains only length and height but lacks depth or the illusion of depth.

Urban: city or city life.

Value: lightness or darkness of a color.

Vaudeville: a type of early 20th century entertainment featuring a variety of acts like burlesque, comedy, singing and dancing. Visual Culture: culture as shown through visual images and pictures like in advertising, media, film and games.





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“Alice White Patsy Ruth Miller Dance Number - Show Of Shows.” YouTube, uploaded by Annie Carol, 7 March 2015, Accessed 20 March 2017. www.youtube.com/watch?v=w8d2VFPzglc

“Bucks County Artists.” James A. Michener Art Museum, 2017. Accessed 20 March 2017. www.michenerartmuseum.org/ collections-research/bucks-county-artists/

Carrol, Barry O. “20 Composition Techniques That Will Improve Your Photos.” PetaPixel, 14 Sept, 2016. Accessed 20 March 2017. www.petapixel.com/2016/09/14/20-composition- techniques-will-improve-photos/

Chapman, Cameron, “Color Theory For Designers: Creating Your Own Color Palettes.” Smashing Magazine, 8 Feb 2010. Accessed 20 March 2017. www.smashingmagazine.com/2010/02/color- theory-for-designer-part-3-creating-your-own-color-palettes/

Charles Sheeler: Fashion, Photography, and Sculptural Form, 2017. Accessed 20 March 2017. www.charlessheeler.org

“James A. Michener Art Museum Online Collections Catalogue.” James A. Michener Art Museum, 2017. Accessed 20 March 2017. www.collection.michenerartmuseum.org/mweb/

RESOURCE LIST





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RESOURCE LIST CONTINUED...

Jensen, Kirsten M. Charles Sheeler: Fashion, Photography, and Sculptural Form, James A. Michener Art Museum, 2016.

Murphy, Jessica, “Charles Sheeler (1883-1965).” The Met, 2009. Accessed 20 March 2017. www.metmuseum.org/toah/hd/shee/hd_shee.htm

TheFrankTurk. “How to Draw a 5-point Star.” Instructables, 2016. Accessed 20 March 2017. www.ushistory.org/betsy/more/flagfoldcut2.htm

Sheeler, Charles and Paul Strand. “Manhatta: A Film by Paul Strand and Charles Sheeler.” YouTube. Uploaded by Getty Museum, 2 Feb 2012, Accessed 7 March 2017 www.youtube.com/ watch?v=kuuZS2phD10





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BOOKS FOR STUDENTSAshburn, Boni. I Had a Favorite Dress. New York: Abrams Books for Young Readers, 2011.

Buckly Jr., James. Who was Betsy Ross? Paw Prints, 2015.

Ciraolo, Simona. Hug Me. London; New York: Flying Eye Books, 2015.

Guiberson, Brenda A. Cactus Hotel. New York: Henry Holt and Company, 2013.

Jonas, Ann. Color Dance. New York: Mulberry Paperback Book, 1999.

Lee, Suzy. Shadows. San Francisco, Calif. Chronicle Books, 2010.

Snicket, Lemony. The Dark. Harper Collins, 2014.

Ljungkvist, Laura. A Line Can Be.... POW!; Brdbk edition, 2015.

Pantone, Pantone: Colors. Harry N. Abrams; Brdbk edition, 2012.

Tullet, Herve. Game of Shadows. London; New York: Phaidon Press, 2013. Won, Brian. Hooray for Hat! Houghton Mifflin Harcourt, 2017.





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WEB TOOLSABCya Cross Word Generator: Make an interactive crossword puzzle using vocabulary words and definitions. Add answers and clues easily with a simple form or by copying and pasting at:www.abcya.com/crossword_puzzle_maker.htm

Blendspace: Create interactive resource boards using images, videos, and text at: https://www.tes.com/lessons

Bingo Card Generator: Make interactive Bingo cards with clues and answers with an easy to use app. Play online or print up to 30 bingo cards for free at:www.myfreebingocards.com/bingo-card-generator

Canon Play: simulates the shutter speed, aperture and ISO setting controls of a camera to experiment with exposure, depth of field and capturing motion at:www.canonoutsideofauto.ca/play/

Canva: a simple graphic design app great for brochures posters, graphics, invitations and presentations at:www.canva.com or iTunes App Store

Coolors: color scheme generator where you can browse existing palettes or create your own at:www.coolors.co/app






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Fashion Design Flat Sketch: Create women’s clothing by mixing and matchng garmet tops and bottoms and adding details like sleeves, necks, pockets and more at:www.fashiondesignapp.com or iTunes App Store

Flippity: turn a Google Spreadsheet into flashcards, quiz, quiz show, crossword puzzle, bingo, hangman, madlibs, progress indicator, random name picker, tournament bracket and more at: www.flippity.net

Fotobabble: simple app to add audio to photographs or slideshows and share; great for talking postcards, short news segments and presentations at:www.fotobabble.com and iTunes App Store

Instagram: Social networking app that allows users to take pictures and videos, and share them at:www.instagram.com and iTunes App Store

In Still Life: Rearrange 38 objects to create a 17th century Dutch still life in this interactive artwork by Artist John Baldessari at:www.in-still-life.com/index.php

NGAkids Dutch House: Create digital interior scenes by mixing and matching decorative objects and characters in an imaginary Dutch doll house at:www.nga.gov/kids/zone/dollhouse.htm





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NGAkids Photo Op: an interactive camera simulator from National Gallery of Art that allows you to experiment with different camera controls and compositional techniques at:www.nga.gov/kids/zone/photoop.htm

Plickers: print paperless ‘clickers’ that can be scanned with a smart phone for formative assessment or quiz games at:www.plickers.com and iTunes App Store

ReadWriteThink Timeline: make interactive timelines with photographs and text at:www.readwritethink.org/files/resources/interactives/timeline_2

Repper: make your own repeating pattern from a photograph at:www.repper.studioludens.com

Shadow Puppet Edu: create and share easy videos, slideshow, and presentations with photos and video clips. Add text, drawings, narration and music.http://get-puppet.co/ and iTunes App Store

Quizizz: create interactive quizzes, make your own creative memes to play when someone answers your questions and play against classmates and friends.www. quizizz.com and iTunes App Store





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Choose a work of art from the exhibit. Sketch it or create your own interpretation of it in the Instagram photo area below.

INSTAGRAM GALLERY ACTIVITY

Write a creative caption about your picture and create some relevant hashtags. Don’t forget to give yourself a username.





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PATTERN FINDER GALLERY ACTIVITYLook at the fashions, photographs or paintings in the exhibition for different kinds of patterns. A pattern is a repeated object or symbol in a work of art. Can you find patterns made of lines? Shapes? Colors? Repeated designs? In the spaces below, sketch five different patterns you see.

PATTERn 1:

PATTERn 2:

PATTERn 3:

PATTERn 4:

PATTERn 5:

Use the five patterns to create your own abstract work of art in the frame to the left. Use your imagination!





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Design a dress inspired by one or more works of art in the gallery. Find interesting colors, patterns, and shapes that you can use in your dress design. Record some ideas in your “sketchbook” below and then decorate the blank dress.

FASHION DESIGN GALLERY ACTIVITY

MY NOTES:

Explain how the art inspired your dress design:





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A shadow is a dark area where light from a source is blocked by an object. It is cast next to the object depending on where the light is coming from. Search the special exhibit and other galleries to find how artists can create shadows in their work in a variety of ways.

Find ACTUAL SHADOWS. List a few objects you see that are casting a shadow. Is your body or a mannequin casting a shadow? • • • On the opposite side of this sheet, draw a sculpture that has a shadow. Where is the light coming from?

Find PHOTOGRAPHED SHADOWS. In the boxes below, sketch the shape of three shadows you see in three different photos.

SHADOW HUNTER GALLERY ACTIVITY

Find PAINTED SHADOWS in two different paintings. Where is the light source that creates these shadows? Write the titles below.

What colors do you see in the painted shadows? Does it contain the color black? What colors are being used by each artist to create their shadows? They might be very different!





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Find a person in a painting or photograph. If this person could talk, what do you think they would say? Write it in the speech bubble.

SAY WHAT? GALLERY ACTIVITY

What about the person makes you think that they would say that?

What if that person could talk to another person in a different artwork? What would they say to each other?





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TITL

ES

THIS IS A PHOTOGRAPH

Choose two to three artworks in the exhibition. Label the columns at the top with their titles. Label the rows with a description or statement (see the examples). If the statement or description applies to the artwork put a checkmark in its column.

COMPARE CHECKLIST GALLERY ACTIVITY

STATEMENTS

BRIGHT AND COLORFUL





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Write a stair poem or (altered Cinquain) about Doylestown Stairs or another work of art. Read the example written about Doylestown Stairs and follow the prompts in the box to create your own stair poem.

EXAMPLE:StaircaseBlack, White Spiraling, Descending, ShadingGoing Up Or Down ? In a Little Doylestown House

STAIR POEM GALLERY ACTIVITY

YOUR STAIR POEM

1 word title (the subject of the art)

2 adjective words about the art

3 –ing words about the art

4 word question about the art

5 words about the setting of the art (time or place)





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A successful black and white photograph or drawing has a full range of value, which means it has black and white and all the shades of gray in between!

Choose a black and white artwork from the gallery.

Write the title here:

Draw a small sketch of the artwork in the frame to the right.

Do you see all of the shades from the value scale?

Use a pencil to shade in the blank value scale below! Press harder to make a dark gray and softer to make a light gray.

VALUE GALLERY ACTIVITY

Using the opposite side of this sheet, draw a sculpture from the galleries using a variety of shades in your value scale.





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Look carefully at an artwork for a few minutes. Then turn around so you are facing away from the artwork. Draw or list all of the details you remember in the box below. Don’t peek!

MEMORY GAME GALLERY ACTIVITY

Turn back around and look at the artwork again. What details did you miss? Add them to your list or drawing that you started above.





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MOVIE REVIEW GALLERY ACTIVITYImagine you’re making a movie based on an artwork in the gallery. Use your imagination to answer the questions below. Be sure to use clues from the art!

MOVIE TITLE: What would you call a movie based on this artwork?

CHARACTER(S): What people do you see? Who are they? Imagine what other characters might also be in this film.

SETTInG: Describe the place and time period.

GEnRE: Would it be comedy, horror, drama etc.? Explain.

PLOT SUMMARY: What would this movie be about? Describe some events that might happen.

REVIEW: How many stars would you rate this movie? Why?

MOVIE POSTER: Use the back of the sheet to draw your design.





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FInISH THE PICTURE: Use your creativity to draw details on photocopies from the George Carpentier Series. Add props, backgrounds and costumes to change the photo.

WOOD BLOCK BARn: Use geometric shape blocks painted in different tints and shades to create your own abstract barn design modeled after Sheeler’s painting Barn Abstraction.

RULE OF THIRDS: Use a Plexiglas grid on top of different photographs to check if each photo uses the rule of thirds. Does the main part of the photo fall on one of the intersecting points?

ACTIVITIES IN THE FAMILY EDUCATION CENTER

FELT TEXTILE: Collaborate with other museum visitors to create a unique textile on our felt board dress mannequin using felt shapes. Accessorize your dress design with different collars, belts and buttons

FASHIOn MAGnETS: Mix and match outfits from different time periods and genres on our awesome magnet wall!



Charles Sheeler: Fashion, Photography and Sculptural Form · • Practice some simple sewing...

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